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Anderson, M. D. (2016). The Black Girl Pushout. Retrieved June, 24 from: https://www.theatlantic.com/education/archive/2016/03/the-criminalization-of-black-girls-in-schools/473718/

McGregor, H. (2012). Decolonizing Pedagogies Teacher Reference Booklet. Retrieved from June 23 from: https://blogs.ubc.ca/edst591/files/2012/03/Decolonizing_Pedagogies_Booklet.pdf

Pranis, K. (2005). Circles in Practice (Chapter 2. The little book of circle processes: A new/old approach to peacemaking. Intercourse, PA: Good Books.

Restorative Circles: Creating a Safe Environment for Students to Reflect. edutopia. Retrived on June 24, from: : https://www.youtube.com/watch?v=1-RZYSTJAAo

Social Behavior Maps/Worksheets

https://socialskillsresources.weebly.com/social-behavior-mapsworksheets.html

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Physical Alteration 2 - recreating a natural environment 

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Physical Alteration 2 - recreating a natural environment 

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For some reason have a "natural area" with plants and classroom pets did not exist for the upper elementary kids. I would include a plant life area. This is especially conducive to the classroom because there is a skylight. I think it would direct kids to maintain a connection to the earth, which Kanu includes in their examples of Indigenous pedagogy (McGregor, 2012). It could also relate to students' exploration of ancient civilizations in the curriculum, as well as the plant life of their ancestry. This could be a way to highlight student heritage. I think it would also be an appropriate way to integrate Kevin into the classroom and make him feel less tense. His mother said during conferences that he really enjoyed looking at plant life in the park while hiking, and is interested in foraging.

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The first area I would alter is the table arrangements. Even though they are conducive for student collaboration (as they are facing each other) it makes it very difficult to move around. Kidney desks would be more appropriate. I think it's important that the circle process be part of the physical environment (Pranis, 2005). This fosters a sense It would also help students maneuver more smoothly around the classroom, which is important for Kevin.

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Ultimately the three strikes rule was a form of criminalization. And the arbitrary way in which it was enforced created a lot of anxiety for the kids. Morris talks about the "healing power of the narrative" (Anderson, 2016). She includes many narratives of black girls in her book (year). Black boys in the class tended to be targeted, the black girls were actually considered to be in the "good girl" category. They were both diligent students and gave their homework in on time. I wonder how much of this was motivated by how they were learning to function in white dominated spaces. That said, I think there wasn't room for them to make mistakes. When Lisa, a fairly quiet black girl who was part of a friend group of white girls, had difficulty expressing her discontent with them and feeling excluded. Facilitating narrative based circles with these girls may have been helpful in validating all of their experiences and heal wounds.

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Inevitably not all students will be comfortable sharing their stories. Kevin in particular shuts down when it comes to recapping his responsibility in doing harm. I think it would be valuable to include other ways of representing experiences, i.e., drawings or collages. A virtual collage would help Kevin since this is something I used with him in reading lessons.

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Pranis goes into extensive detail and history about peacemaking circles and their functions within different social spaces (year). He writes, "The Circle Process is a storytelling process" (2005, p. 4). One of Leon's strengths is his storytelling, which he can do in great detail. Though he struggles with writing, his oral skills are strong. I think framing the circle in terms of narratives would be beneficial for him, as well as other students.

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Kevin is particularly limited in this space. He is very kinetic and gets cooped up easily. One exercise he does is to go through the motions of swinging an imaginary baseball bat. Currently he comes to the rug or by the door to do this. But the fact that there isn't a designated "movement space" is counterproductive.

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I think this would be an incredibly supportive of Leon's strengths. Given his tendency towards leadership and respect among his peers, he could really step up to the plate here. When he is calm, Leon can clearly express his own experience of a conflict, but sometimes he can begrudge another student (especially Kevin).

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The following video outlines one school's use of restorative circles. "To learn you must first fail" is a valuable principle to establish in a classroom. This serves to ameliorate students being too hard on themselves on all accounts. It also can mitigate a self-fulfilling prophecy mode students acquire when they know adults have negative expectations of them.

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Notes/alterations on Social Behavior map

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Notes/alterations on Social Behavior map

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The purpose of the behavior map is to facilitate student reflection on behaviors and their impact on others. One criticism I would make is that the expected behaviors are fairly didactic and a reflection of a more "traditional" classroom. I think expected behaviors would have to align with norms and values. Students would make these connections. I also think you could use behavior maps around positive activities. For example, the impact of Kevin's behavior run a continuum. Sometimes joking around with his friends is okay, at other times he crosses a line with them. Facilitating a small group discussion around this and creating boundaries would be useful.

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Restorative Circles: Creating a Safe Environment for Students to Reflect

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Early in the year, the principal mandated a three strikes rule for student misbehavior. In my classroom this was used on a whim. On grade level or in the classroom, we never even reviewed which behaviors constituted a "strike." This made everything more unwieldy. I basically never instituted this rule because it was incredibly counter productive. Dave on the other hand at least did it consistently though that didn't mitigate the targeting of the most disruptive students, two of them being black boys.

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https://socialskillsresources.weebly.com/social-behavior-mapsworksheets.html

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Students working on commentary projects. Paintings seen in the background.

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This classroom demonstrates serious spatial limitations. For whatever reason, the upper grades in this school get smaller classrooms. This is definitely tough considering how much kids grow throughout the year. Dave, the lead teacher, chose to select rectangular tables even though this limits mobility around the classroom.

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Independent work